Effectiveness of Kahoot! in Engagement and Motivation among Undergraduate Students A Case Study of Kenya Methodist University and Meru University of Science and Technology
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Abstract
The digital transformation of higher education has necessitated the adoption of gamified learning platforms to enhance student engagement and motivation. Traditional lecture-based teaching in Kenyan universities faces significant challenges, including low participation (32%) and declining motivation (40%) among undergraduates. This study evaluates the effectiveness of Kahoot!, a gamified learning tool, in improving these outcomes in Kenyan higher education institutions. A quasi-experimental comparative study was conducted at Kenya Methodist University (KEMU) and Meru University of Science and Technology (MUST), involving 782 undergraduate students, divided into experimental and control groups. The study used validated instruments, including Reeve and Tseng’s Student Engagement Scale and Vallerand’s Academic Motivation Scale, alongside Kahoot!’s platform analytics. Results showed significant improvements in student engagement (29%; Cohen's d = 1.35) and intrinsic motivation (d = 1.31). KEMU outperformed MUST, highlighting the role of institutional infrastructure and faculty support in successful technology integration. The findings underscore Kahoot!’s potential to foster increased engagement and motivation, suggesting that universities should invest in comprehensive planning for gamification adoption, including infrastructure and faculty training to maximize effectiveness. These results provide robust evidence for the adoption of gamified learning platforms in African higher education settings.
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